An Inclusive Approach

to Early Education
LESSON 1 : THE PSYCHOLOGY OF EXCEPTIONAL
CHILDREN

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TOPICS FOR DISCUSSION

Exceptional Children Inclusion and Organizations

Special Education promoting it
Exclusionary Past of Exceptional Philippine Laws on Disability
Children Cooperative Teaching
Labelling and
Universal Design for Learning
Communication with Individual Benefits of inclusive
with Disabilities environments for children

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 WHO ARE
EXCEPTIONAL CHILDREN?
 Exceptional children differ from the norm (either below or above)
to such an extent that they require an individualized program of
special education.
 I_____ – The loss or reduced function of a body part or organ.
 DISABILITY – Exists when an impairment limits the ability to
perform certain tasks
 H_____ – A problem encountered when interacting with the
environment. (Note: NOT ALL children with disability are
handicapped)
 AT RISK – Children who have a greater-than-usual chance of
developing aRTALITAGTAG
disability
 DEVELOPMENTAL D____ –
Impairment refers to a problem with a
structure or organ of the body.
Disability is a functional limitation
with regard to a particular activity.
Handicap refers to an environmental
factor preventing the filling of a normal
life role.

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 What is Special Education
(SpED)
It is an INDIVIDUALLY planned, specialized,
intensive, outcome-directed instruction.
When practiced MOST EFFECTIVELY and ETHNICALLY, special
education is also characterized by the systematic use of research-
based instruction methods, the application of which is guided by
direct and frequent measures of student performance

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AN EXCLUSIONARY PAST
Banks & Banks, 2013 / Children who are different because of race,
culture, gender, language, socio-economic status, or exceptionality
have often been denied full and fair access to educational
opportunities
Murdick, Gartin, & Crabtree, 2006/ Before 1970s, laws in many states
permitted public schools to deny enrollment to children with
disabilities
One law state that schools are allowed to refused to serve
“CHILDREN PHYSICALLY OR MENTALLY INCAPACITATED FOR SCHOOL
WORK”
Another law stated that children with “BODILY OR MENTAL
CONDITIONS RENDERING ATTENDANCE INADVISABLE "could be
turned away.
PHILOSOPHY AND PRACTICE OF SEGREGATION, Children with
disabilities were confined to segregate classrooms, isolated from the
students and teachers in the general educational program.
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CASES

Refer to your textbook p. 14 Exclusion Education in India

• AIELLO, 1976
LABELING
Slow learners
Failures
Disciplinary
Problems

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Why Do We Label and Classify Exceptional Children?

Possible benefits of Labeling:

 Recognizing differences in learning and behavior is the
first step to responding responsibly to those differences
 May lead to more acceptance of atypical behavior by
peers
 Helps professionals communicate and disseminate
research findings
 Funding and resources are often based on categories
 Helps advocacy groups promote more awareness
 Makes special needs more visible
Why Do We Label and Classify Exceptional
Children?
Possible disadvantages of Labeling:
 Focuses on what students cannot do
 May stigmatize the child and lead to peer rejection
 May negatively affect self-esteem
 May cause others to have low expectations for the student
 Takes away from the child’s individuality
 Suggest that there is something wrong with the child
 Labels have permanence
 Basis for keeping children out of the regular classroom
How to Communicate
with Individuals With
Disabilities
EXCLUSION TO INCLUSION

EQUAL PROTECTION The Individuals with

SEPARATE IS NOT
(Pennsylvania Disabilities Education
EQUAL
Association for Retard Act of 2004
(Brown Case)
Children, PARC) (IDEA)

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SEPARATE IS NOT EQUAL, BROWN
CASE
http://www.fortelawgroup.com/history-special-education-important-landmark-cases/

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 IDEA
Major Principles Other Provisions Legal Challenges
• Zero Reject • Special education • Extended School
• Nondiscriminatory Services for Year
Evaluation preschoolers • FAPE and related
• Free Appropriate • Early intervention services
Public Education for infants and • Disciplining students
• Least Restrictive toddlers with disabilities
Environment • Assistive technology • Right to education
• Procedural • Scientifically Based
Safeguards Instruction
• Parent Participation • Universal design for
and Shared Decision Learning
Making

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PHILIPPINE LAWS ON
DISABILITY

RA 9442 RA 7277 RA10070 RA10754

RA10366 RA10372 RA10524

BP 344

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Berlin Sans FB 44
 Segoe UI Semibold

RA
10754
Right to Economic Empowerment of Persons With
Disabilities
 The 1987 Philippine Constitution under Article XIII, Section 1
promotes the full employment and equalization of opportunities
for all Filipinos. Even the “protection and promotion of right of all
Filipino citizen to quality education at all levels and take
appropriate steps to make education accessible to all” was stated
in Article XIV, Section 1.
 In responding specifically to the rights and needs of persons with
disabilities, Republic Act No. 7277 (R.A. 7277) also known as
“Magna Carta for Persons with Disability” served as the
milestone law on disability rights in the Philippines was approved
in 1992. The law provides for the rehabilitation, self-development
and self-reliance of persons with disabilities and their inclusion
into the mainstream society.
Right to Education
 RA 7277 ensures this right as stated under Chapter 2,
Section 12. It states that the government should take
necessary steps to make education accessible to all
persons with disability, and it is unlawful for any
education institutions to deny access to persons with
disabilities admission to any course the institution offers
on the basis of disability.
 The educational institutions shall also take into
consideration the special needs of persons with
disabilities in respect to the use of the facilities, class
schedules, physical education requirements and other
pertinent consideration.
 Right to Education
 It is also stipulated under Chapter 2, Section 13 of RA 7277 that
financial assistance can be provided to students with disabilities
who are considered economically marginalized but who are
qualified to pursue post-secondary or tertiary education.
 Assistance can be provided in the form of scholarship grants,
student loan programs, subsidies, and other incentives whether
in public or private institutions. Funds for assistance of at least
five percent (5%) can be allocated through the Private Education
Student Financial Assistance Program (PESFA) created by virtue of
R.A. 6728, setting aside funds for those students with disabilities
pursuing vocational or technical and degree courses.
 Qualified students with disabilities can avail of this program
under the HALF-MERIT Scholarship Program (CHED
Memorandum Order No. 29, series of 2009).
 Right to Education
 Further, the 2011 “Guidelines in the Admission of
Students with Disabilities in Higher Education and Post-
Secondary Institutions in the Philippines” initiated by
the National Council on Disability Affairs (NCDA)
through its Sub-Committee on Education in sync with its
member- agencies, CHED and the Technical Education
and Skills Development Authority (TESDA), will enable
tertiary institutions to facilitate admission of students
with disabilities to tertiary level. The Guidelines
identified the following disabilities that can be admitted:
1) deaf and hard of hearing students; 2) students with
learning disabilities (Autism Spectrum Disorder,
Attention Deficit/Hyperactive Disorder); 3) students
with physical disabilities; and 4) students with visual
impairments.
What Can Local Government Unit (LGU) Do?

 RA 10070 was enacted in July 2009, an act establishing an

institutional mechanism to ensure the implementation of
programs and services for PWDs in every province, city or
municipality.
 The LGU shall organize and establish a Persons with Disability
Affairs Office (PDAO) in every province, city and municipality with
its functions of carrying out the well- being of persons with
disabilities.
 RA 10754 signed by Pres. Benigno Aquino III (March 2016)
What Is Inclusive Education?

Inclusive Education is a learning environment where

children with and without disabilities are taught
together, as equals. This approach is different to
more traditional approaches to the education of
children with disabilities that involve segregating
CWDs into separate classes or even separate schools.
Inclusive Education is recognized by teachers,
families and policy makers to be a more beneficial
way of ensuring that children with and without
disabilities achieve their full educational potential,
and it is included in the UNCRPD, Article 24.
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Service Delivery Teams
Multidisciplinary
Interdisciplinary
Transdisciplinary
Team Models
Cooperative Teaching
and
Universal Design for Learning
One teach, One observe
One teach, One support
Station Teaching, Parallel Teaching, Alternative Teaching
Team Teaching
Universal Design for Learning
 The design of instructional materials and activities that allows the
learning goals to be achievable by individuals with wide
difference in their abilities to see, hear, speak, move, read, write,
understand English, attend, organize, engage and remember.
 This allows education professionals the flexibility necessary to
design curriculum, instruction and evaluation procedures capable
of meeting the needs of ALL students.
INCLUSIVE EDUCATION In THE PHILIPPINES

According to DepED, only 2% of

children with disabilities are
currently able to access the
educational opportunities they are
entitled to.

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INCLUSIVE EDUCATION In THE PHILIPPINES

This means that the majority of CWDs in the

Philippines grow up without a decent education, in
spite of their potential talents and abilities. This has a
lasting effect because it makes it much more difficult
for people with disabilities to access employment
opportunities and to live independently and achieve
their potential later in life.

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QUICK REVIEW

Exceptional Children Inclusion and Organizations

Special Education promoting it
Exclusionary Past of Exceptional Philippine Laws on Disability
Children Cooperative Teaching
Labelling and
Universal Design for Learning
Communication with Individual Benefits of inclusive
with Disabilities environments for children

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